instructional leadership - aypf · instructional leadership from dc to the classroom ... why rsu 2...
TRANSCRIPT
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INSTRUCTIONAL
LEADERSHIP FROM DC TO THE CLASSROOM
A reflection by Regional School Unit 2
practitioners
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Learning goal: We will gain a better
understanding of the complexity of
implementing a true standards-based,
learner-centered model that serves all
children.
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Why Lindsay needed SBL:
• Increase in rigor
• Accountability for everyone in the learning
community
• “We need to teach the skills and knowledge our
learners need to compete in a global society. We
owe it to our learners.” - Janet Kliegl, former
Superintendent of Lindsay Unified School District
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RSU 2’S EVOLUTION
January 5, 2011 – RSU 2 School Board approves the vision to become a
system of student-centered learning.
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RSU 2’s Standards-Based, Learner-Centered Framework
The vision of RSU 2 is to be a system of student-centered learning.
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Why RSU 2 needed SBL:
• Consolidated school district: 5 towns + 10 learning
communities = 10 different curricula
• Assessments scores had flat-lined or declined.
• We were not the world class learning community
our stakeholders had envisioned upon consolidation.
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Student-centered learning:
Embraces student voice and choice through varied learning
opportunities that occur year-round and take place inside, as
well as outside of schools: project-based learning,
internships, experiential learning, career technical education,
peer learning, technology and apprenticeships.
Shows students learn in a variety of environments, from a
variety of sources, and at different paces based on individual
learning needs.
Presents opportunities for students to analyze and think
critically, write and speak effectively, and collaboratively solve
complex problems today and in the future.
Includes the community and its resources as an important
part of the learning process.
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Student-Centered Learning continued:
Integrates a rigorous, focused curriculum with instruction and standards-
linked assessments.
Enables students to clearly understand what they should know and be able
to do as a result of their learning.
Incorporates demonstrations as well as traditional tests to measure when a
student has mastered the skills and content, thus providing an accurate
gauge of how well students are learning and when advancement to the
next stage is appropriate.
Develops in the learner a sense of self-worth, cultural awareness, and
ethical and social responsibility.
Ensures that students are able to set goals, manage time, and
demonstrate an effective work ethic.
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Where to Start
Identify the standards and align to
Common Core
Articulate proficiency requirements
to DOE
Establish reporting processes
Continue focus on effective
teaching strategies
Eliminate limitations
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STANDARDS
AKA
MEASUREMENT TOPICS
Measurement topics are the standards for
learning. They are the curriculum
framework that guides teachers in their
instruction and lesson planning. The
measurement topics are the standards that
all students must achieve.
Link to "Learner-Centered" News
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Policy Considerations
If mastery of standards and being learner-centered are the goals, then:
• Why do schools group learners by age?
• Why must schools assess children at the same time?
• Why must assessment tools be similar?
• Why are we not considering adjustments / modifications on federal / state
assessments, while still requiring mastery of standards, for ELLs and learners
with an IEP or 504.
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